An investigation of elementary school mathematics teacher candidates'subject matter knowledge and pedagogi̇cal content knowledge regardi̇ng the algebra

The purpose of this study is to examine the elementary school mathematics teacher candidates' subject matter knowledge and pedagogical content knowledge regarding the algebra learning area by using MKT which developed by Ball, Thames and Phelps (2008). The study conducted by utilizing case study design that is one of the qualitative methods. The participants of the study consisted of three volunteer mathematics student teachers who were attending school experience course. Following the selection of teacher candidates were interviewed each regarding to components of MKT model. Four mathematics lessons about algebra learning area taught by each of the participants were observed and videotaped. After the participants' four hours teaching process were completed general interview was made. The data obtained from videotapes and audio-tapes were verbatim transcribed and therefore the writing forms of each participants' lessons transcripts were constructed. The particular episodes of the participants' lessons were examined in the context of MKT's indicators. The study results indicated that the mathematical knowledge of the teachers were not adequate for providing effective instruction. It was determined that the shortcomings displayed by the teachers were mainly related to their lack of specialized content knowledge and to their lack of knowledge on content and student. Key Words: Mathematical Knowledge for Teaching, Pedagogical Content Knowledge, Subject Matter Knowledge, Algebra Learning Area, Middle School Math Teacher Candidate.